The Water Cycle
The Water Cycle
by Robert C. Slamp
The Water Cycle is the continuous process by which water is distributed throughout the Earth and its
atmosphere. Energy from the sun causes water to evaporate from oceans and other bodies of water and
from soil surfaces. Plants and animals also add water vapor to the air by transpiration. As it rises into the
atmosphere, the water vapor condenses to form clouds. Rain and other forms of precipitation return water to
the Earth, where it flows into bodies of water and into the ground, beginning the cycle over again. It is also
called the hydrologic cycle (taken from the American Heritage Dictionary for Student Science). As part of
the fourth grade earth science curriculum, this module addresses the importance of understanding the water
cycle.
GRADES
DISCIPLINE
COURSE
3-5
 Science
 Earth Science
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Section 1: What Task?
Teaching Task
Task Template IE2 - Informational or Explanatory
What is Your Understanding of the Water Cycle? After reading three selected articles, write an essay including
a diagram in which you describe the water cycle process. Support your response with evidence from the text/s.
D3
What implications can you draw about the importance of the water cycle?
Standards
Common Core State Standards for English Language Arts & Literacy in History/Social Studies,
Science, and Technical Subjects
L.5.1
Demonstrate command of the conventions of standard English grammar and usage when writing or
speaking.
L.5.1.a
Explain the function of conjunctions, prepositions, and interjections in general and their function in
particular sentences.
L.5.1.b
Form and use the perfect (e.g., I had walked; I have walked; I will have walked) verb tenses.
L.5.1.c
Use verb tense to convey various times, sequences, states, and conditions.
L.5.1.d
Recognize and correct inappropriate shifts in verb tense.
L.5.1.e
Use correlative conjunctions (e.g., either/or, neither/nor).
L.5.2
Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when
writing.
L.5.2.a
Use punctuation to separate items in a series.
L.5.2.b
Use a comma to separate an introductory element from the rest of the sentence.
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L.5.2.c
Use a comma to set off the words yes and no (e.g., Yes, thank you), to set off a tag question from the
rest of the sentence (e.g., It's true, isn't it?), and to indicate direct address (e.g., Is that you, Steve?).
L.5.2.d
Use underlining, quotation marks, or italics to indicate titles of works.
L.5.2.e
Spell grade-appropriate words correctly, consulting references as needed.
L.5.3
Use knowledge of language and its conventions when writing, speaking, reading, or listening.
L.5.3.a
Expand, combine, and reduce sentences for meaning, reader/listener interest, and style.
L.5.3.b
Compare and contrast the varieties of English (e.g., dialects, registers) used in stories, dramas, or
poems.
L.5.4
Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 5
reading and content, choosing flexibly from a range of strategies.
L.5.4.a
Use context (e.g., cause/effect relationships and comparisons in text) as a clue to the meaning of a
word or phrase.
L.5.4.b
Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word
(e.g., photograph, photosynthesis).
L.5.4.c
Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the
pronunciation and determine or clarify the precise meaning of key words and phrases.
RI.5.1
Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from
the text.
RI.5.2
Determine two or more main ideas of a text and explain how they are supported by key details; summarize
the text.
RI.5.4
Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a
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grade 5 topic or subject area.
RI.5.10
By the end of the year, read and comprehend informational texts, including history/social studies, science,
and technical texts, at the high end of the grades 4—5 text complexity band independently and proficiently.
W.5.2
Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
W.5.2.a
Introduce a topic clearly, provide a general observation and focus, and group related information
logically; include formatting (e.g., headings), illustrations, and multimedia when useful to aiding
comprehension.
W.5.2.b
Develop the topic with facts, definitions, concrete details, quotations, or other information and examples
related to the topic.
W.5.2.c
Link ideas within and across categories of information using words, phrases, and clauses (e.g., in
contrast, especially).
W.5.2.d
Use precise language and domain-specific vocabulary to inform about or explain the topic.
W.5.2.e
Provide a concluding statement or section related to the information or explanation presented
W.5.4
Produce clear and coherent writing in which the development and organization are appropriate to task,
purpose, and audience.
W.5.5
With guidance and support from peers and adults, develop and strengthen writing as needed by planning,
revising, editing, rewriting, or trying a new approach.
W.5.9
Draw evidence from literary or informational texts to support analysis, reflection, and research.
W.5.9.a
Apply grade 5 Reading standards to literature (e.g., "Compare and contrast two or more characters,
settings, or events in a story or a drama, drawing on specific details in the text [e.g., how characters
interact]").
W.5.9.b
Apply grade 5 Reading standards to informational texts (e.g., "Explain how an author uses reasons and
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evidence to support particular points in a text, identifying which reasons and evidence support which
point[s]").
W.5.10
Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames
(a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
Texts
 National Geographic Water Cycle Article
 USGA Water Cycle Article
 Oceans and Waterways
Science Studies Weekly, Week 11. Articles: "Oceans and Waterways", "Water, Water, Everywhere"
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Informational/Explanatory Rubric for Grade 2-5 Teaching Tasks
Focus
Controlling Idea
Reading/Research
(when applicable)
Development
Not Yet
Approaches
Expectations
Meets Expectations
Advanced
1
2
3
4
Attempts to address prompt
but lacks focus or is off task.
D: Attempts to address
additional demands but lacks
focus or is off task.
Addresses prompt
appropriately but with a weak
or uneven focus.
D: Addresses additional
demands superficially.
Addresses prompt
appropriately and maintains a
clear, steady focus; stays on
task.
D: Addresses additional
demands sufficiently.
Addresses all aspects of
prompt appropriately and
maintains a strongly
developed focus; stays on
task.
Attempts to establish a
controlling idea but lacks a
clear purpose.
Establishes a controlling idea
with a general purpose, though
may lack clarity or credibility.
Establishes a credible
controlling idea with a clear
purpose maintained
throughout the response.
Establishes a strong
controlling idea with a clear
purpose maintained
throughout the response.
Attempts to present
information from reading
materials but lacks
connections or relevance to
the prompt.
Presents some information
from reading materials relevant
to the prompt with minor
lapses in accuracy or
completeness.
Accurately presents sufficient
details from reading materials
relevant to the purpose of the
prompt.
Accurately and effectively
presents information and
concrete details from reading
materials that are relevant to
all parts of the prompt.
Attempts to provide details in
response to the prompt,
including retelling, but lacks
sufficient development or
relevancy.
Presents appropriate details to
support the focus and
controlling idea.
Presents appropriate and
sufficient details to support the
focus and controlling idea.
Presents thorough and
concrete details to strongly
support the focus and
controlling idea.
Attempts to organize ideas
but lacks control of structure.
Uses an appropriate structure
to address the specific
requirements of the prompt,
with minor lapses in
coherence and/or structure.
Maintains an appropriate
organizational structure to
address the specific
requirements of the prompt,
including an introduction of
topic, supporting details,
and/or a concluding statement
or section.
Maintains an organizational
structure that intentionally and
effectively enhances the
presentation of information as
required by the specific
prompt.
Attempts to apply gradeappropriate conventions of
standard English, but lacks
cohesion and control of
grammar, usage, mechanics,
language and tone. Does not
list sources.
Shows uneven command of
cohesion and grade
appropriate conventions of
standard English. Uses
language and tone with some
inaccurate, inappropriate, or
uneven features.
Inconsistently lists sources.
Shows command of cohesion
and grade-appropriate
conventions of standard
English, with few errors Uses
language and tone appropriate
to audience, purpose, and
specific requirements of the
prompt. Lists sources with only
minor errors.
Shows well-developed
command of cohesion and
grade-appropriate conventions
of standard English, with few
errors. Uses language and
tone consistently appropriate
to audience, purpose, and
specific requirements of the
prompt. Lists sources using
appropriate format.
Attempts to include
disciplinary content but
understanding of content is
weak; content is irrelevant,
inappropriate, or inaccurate.
Briefly notes disciplinary
content relevant to the prompt;
shows basic or uneven
understanding of disciplinary
content; minor errors in
explanation.
Accurately presents
disciplinary content relevant to
the prompt with sufficient
explanations that demonstrate
understanding.
Integrates relevant and
accurate disciplinary content
with thorough explanations
that demonstrate in-depth
understanding.
Organization
Conventions
Content
Understanding
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D: Addresses additional
demands with thoroughness
and makes a connection to
controlling idea.
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The Water Cycle
Background for Students
Have you ever wondered where your drinking water comes from? Where does the water go from a puddle when
it dries? You will be able to answer these questions and more as you learn about the water cycle. As part of the
fourth grade science curriculum, you will write an essay and create a diagram showing your understanding of
the water cycle process.
Extension
As part of the District Science Fair, students may create displays/experiments that illustrate their understanding
of the water cycle and its importance.
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Section 2: What Skills?
Preparing for the Task
BRIDGING CONVERSATION > TASK ENGAGEMENT: Ability to connect the task and new content to
existing knowledge, skills, experiences, interests, and concerns.
TASK AND RUBRIC ANALYSIS > TASK ANALYSIS: Ability to understand and explain the task's
prompt and rubric.
Reading Process
ACTIVE READING > ANNOTATION/ESSENTIAL VOCABULARY: Ability to understand necessary
reading strategies needed for the task.
POST-READING > ACADEMIC INTEGRITY: Ability to use and credit sources appropriately.
ACTIVE READING > NOTE-TAKING: Ability to select important facts and passages for use in one's own
writing.
Transition to Writing
SEMINAR: Participate in a Paideia Seminar utilizing selected Speaking and Listening Skills based on the
National Geographic Article: The Water Cycle.
Writing Process
PLANNING > PLANNING THE WRITING: Ability to develop a line of thought and text structure
appropriate to an informational/explanatory task.
DEVELOPMENT > INTRODUCTORY PARAGRAPH: Ability to establish a controlling idea and
consolidate information relevant to task.
DEVELOPMENT > BODY PARAGRAPHS: Ability to construct an initial draft with an emerging line of
thought and structure.
REVISION, EDITING, AND COMPLETION > REVISION: Ability to refine text, including line of thought,
language usage, and tone as appropriate to audience and purpose.
REVISION, EDITING, AND COMPLETION > EDITING: Ability to proofread and format a piece to make
it more effective.
REVISION, EDITING, AND COMPLETION > FINAL DRAFT: Ability to submit final piece that meets
expectations.
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Section 3: What Instruction?
PACING
SKILL AND DEFINITION
PRODUCT AND PROMPT
SCORING GUIDE
Collins Type 1
Scoring: (+ or -)
INSTRUCTIONAL STRATEGIES
Preparing for the Task
40 mins
BRIDGING
CONVERSATION > TASK
ENGAGEMENT: Ability to
connect the task and new
content to existing
knowledge, skills,
experiences, interests, and
concerns.
SHORT RESPONSE
WITH BULLETS
In a quick write, record
your first reaction to the
task prompt. Add some
notes of things you know
about this issue. Record in
student writer's journal.
40 mins
TASK AND RUBRIC
ANALYSIS > TASK
ANALYSIS: Ability to
understand and explain the
task's prompt and rubric.
TASK ANAYLYSIS
GUIDE
Using a Task Analysis
Guide which breaks
down the task into
phrases, you will, in
your own words write
your understanding of
the task,
Once completed, you
will work with a partner
to compare and
contrast what your
partner has written.
Using the Rubric
Analysis Guide, you
will, in your own words
write your
understanding of the
rubric.
Collins Type 2
Scoring: (+ or -)
on completed
Task Analysis
Guide
individually and
then with a
partner.
Collins Type 2
Scoring: (+ or -)
on completed
"My Notes"
section on the
Rubric Anaylsis
Guide.
Link this task to earlier class content.
Discuss student responses.
Clarify timetable and support plans for the task.
Students will use the Task analysis guide to write,
in their own words, their understanding of the
task.
Students will work with a partner to complete the
third column of the Task Analysis Guide to
compare and contrast their partner's
understanding.
A consensus of task understanding is written on
the board.
Students will complete the "My Notes" column on
the Rubric Analysis Guide noting their
understaning of the rubric.
Reading Process
1 hr and
10 mins
ACTIVE READING >
ANNOTATION/ESSENTIAL
VOCABULARY: Ability to
understand necessary
reading strategies needed
for the task.
ANNOTATED ARTICLES
Use annotation techniques
and other reading
strategies, including
"thinking notes" (post-it
notes) to demonstrate
your reading process and
your level of interaction
with the text.
40 mins
ACTIVE READING >
ANNOTATION/ESSENTIAL
VOCABULARY: Ability to
understand necessary
reading strategies needed
for the task.
ESSENTIAL
VOCABULARY
Use "kick me"
technique that requires
students to find their
group of students with
related characteristics
which include
definition, antonym,
synonym, and image.
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Scoring: + or -
Work Meets
Expectations if:
students
accurately find
the other
members of
their group.
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Teacher reads first three senteces of a selected
article, modeling active reading and strategies.
Students finish reading the rest of the article
using a "think aloud" process with a partner.
Students actively read and annotate the
remaining articles mostly independently with
some teacher guidance and reflection with the
partner.
Teacher provides student with a vocabulary
information sheet in which they find the other
related members of their vocabulary word group.
Students complete sheet with definition,
antonym, synonym, and image that describes the
word.
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PACING
SKILL AND DEFINITION
40 mins POST-READING >
ACADEMIC INTEGRITY:
Ability to use and credit
sources appropriately.
PRODUCT AND PROMPT
SHORT CONSTRUCTED
RESPONSE
Create an 8 1/2 by 11
mini-poster defining
"plagiarism" and listing
bulleted ways to avoid
it.
1 hr and
10 mins
NOTES
From each text, make a
list of the elements that
look most important for
answering the prompt. Do
what you need to do to
avoid plagiarism.
ACTIVE READING >
NOTE-TAKING: Ability to
select important facts and
passages for use in one's
own writing.
SCORING GUIDE
Provides
accurate
definition.
Lists several
appropriate
avoidance
strategies.
INSTRUCTIONAL STRATEGIES
Discuss respect for others’ work to assemble
evidence and create texts.
Discuss academic penalties for stealing others
thoughts and words.
Students display their posters around the room
and discuss recurring or important ideas.
Identifies
relevant
elements quotes and
explanations.
Includes
information to
support
accurate
citation (for
example, page
numbers for a
long text, clear
indication when
quoting
directly).
Teach a sample format for note taking and/or
annotation.
Check that early student work is in MLA format.
Periodically ask students to explain textual
evidence choices to a partner or to the teacher
for feedback regarding the ability of the text to
support purpose.
1) Participants
complete a written
self-assessment of
their personal
participation goal.
Follow the Paideia Seminar Lesson Plan which
includes the following:
Transition to Writing
1 hr and
30 mins
SEMINAR: Participate in a
Paideia Seminar utilizing
selected Speaking and
Listening Skills based on
the National Geographic
Article: The Water Cycle.
PAIDEIA SEMINAR
Opening (Identify main
ideas from the text.):
What part of the water
cycle process do you
think is the most
important?
Core (Analyze textual
details.):
Based on the text, why
are evaporation and
condenstation
considered processes?
Based on the text, what
is meant by
precipitation is not a
process?
What is the relationship
between the water
cycle and climate?
Based on the text, how
can the water cycle
influence landscapes?
2) Participants
complete a group
assessment of the
social and
intellectual goals of
the seminar.
Launch Activity
Inspectional Read
Background
Vocabulary Development
Analytical Read
Pre-Seminar Process
Define and state purpose for Paideia Seminar.
Describe the responsibilities of facilitator and
participants.
Have participants set a goal.
Agree on a Group Goal.
Seminar Questions/Prompts:
See Prompt above.
Post-Seminar Process:
See Scoring Guide above.
Post-Seminar Content:
Closing (Personalize and
apply the textual ideas.):
Transition to Writing: Have participants take
notes to brainstorm ideas they hear, said, and
thought during the seminar related to the ideas
under discussion.
How would your life be
affected if one part of
the water cycle
became unbalanced?
Is the water cycle also
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PACING
SKILL AND DEFINITION
PRODUCT
about contingency
AND PROMPT
and
relationships?
SCORING GUIDE
INSTRUCTIONAL STRATEGIES
Standards:
SL.5.4 : Report on a topic or text or present an opinion, sequencing ideas logically and using appropriate facts and relevant, descriptive
details to support main ideas or themes; speak clearly at an understandable pace.
SL.5.1 : Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on
grade 5 topics and texts, building on others' ideas and expressing their own clearly.
Writing Process
Not
provided
PLANNING > PLANNING
THE WRITING: Ability to
develop a line of thought
and text structure
appropriate to an
informational/explanatory
task.
OUTLINE/ORGANIZER
Create an outline based
on your notes and reading
in which you state your
controlling idea, sequence
your points, and note your
supporting evidence.
Creates an
outline or
organizer.
Supports
controlling idea.
Uses evidence
from texts read
earlier.
Provide and teach one or more examples of
outlines or organizers.
Invite students to generate questions in pairs
about how the format works, and then take and
answer questions.
Not
provided
DEVELOPMENT >
INTRODUCTORY
PARAGRAPH: Ability to
establish a controlling idea
and consolidate information
relevant to task.
OPENING PARAGRAPH
Write an opening
paragraph that includes a
controlling idea and
sequences the key points
you plan to make in your
composition.
Writes a
concise
summary
statement or
draft opening.
Provides direct
answer to main
prompt
requirements.
Establishes a
controlling idea.
Identifies key
points that
support
development of
the controlling
idea.
Offer several examples of opening paragraphs.
Ask class to discuss what makes them strong or
weak.
Review the list that students created earlier to
identify needed elements (from Cluster 1, skill 2).
Not
provided
DEVELOPMENT > BODY
PARAGRAPHS: Ability to
construct an initial draft with
an emerging line of thought
and structure.
INITIAL DRAFT
Write an initial draft
complete with opening,
development, and closing;
insert and cite textual
evidence.
Provides
complete draft
with all parts.
Supports the
opening in the
later sections
with evidence
and citations.
Encourage students to re-read prompt partway
through writing, to check that they are on track.
40 mins
REVISION, EDITING, AND
COMPLETION >
REVISION: Ability to refine
text, including line of
thought, language usage,
and tone as appropriate to
audience and purpose.
MULTIPLE DRAFTS
Refine composition’s
analysis, logic, and
organization of
ideas/points.
Use textual evidence
carefully, with accurate
citations.
Decide what to include
and what not to
include.
Provides
complete draft
with all parts.
Participates in
peer review of
at least on other
essay.
Improves
earlier edition of
their essay.
Model useful feedback that balances support for
strengths and clarity about weaknesses.
Assign students to provide each other with
feedback on those issues.
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PACING
SKILL AND DEFINITION
PRODUCT
Use a peer
AND
review
PROMPT
template to provide
feedback on your
classmate's essay.
Use the feedback you
received on your own
essay to revise.
SCORING GUIDE
Not
provided
REVISION, EDITING, AND
COMPLETION > EDITING:
Ability to proofread and
format a piece to make it
more effective.
CORRECT DRAFT
Revise draft to have
sound spelling,
capitalization, punctuation,
and grammar. Adjust
formatting as needed to
provide clear, appealing
text.
Provides draft
free from
distracting
surface errors.
Uses format
that supports
purpose.
Not
provided
REVISION, EDITING, AND
COMPLETION > FINAL
DRAFT: Ability to submit
final piece that meets
expectations.
FINAL PIECE
Turn in your complete set
of drafts, plus the final
version of your piece.
Fits the “Meets
Expectations”
category in the
rubric for the
teaching task.
INSTRUCTIONAL STRATEGIES
Briefly review selected skills that many students
need to improve.
Teach a short list of proofreading marks.
Assign students to proofread each other’s texts a
second time.
None
Instructional Resources
No resources specified
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Section 4: What Results?
Student Work Samples
No resources specified
Teacher Reflection
Not provided
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All Attachments
 National Geographic Water Cycle Article : https://s.ldc.org/u/33tnr7edxwfdhema1yjcl9c8i
 USGA Water Cycle Article : https://s.ldc.org/u/3eo2auoyoqavodps95j1x6dqi
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